“THE EFFECTIVENESS OF Mr.

BOOMBA ANIMATION VIDEOS

IN TEACHING WRITING SPOOF "

THESIS JOURNAL

Submitted in Partial Fulfillment of the Requirements

For the Degree of S1 in English Department

By:

INDAZILARSY MAKINUN
NIM : 107.494

ENGLISH DEPARTMENT

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA

JOMBANG

2014
 APPROVAL SHEET

THESIS JOURNAL

“THE EFFECTIVENESS OF Mr. BOOMBA ANIMATION VIDEOS

IN TEACHING WRITING SPOOF”

By:

INDAZILARSY MAKINUN
NIM : 107.494

This thesis journal was approved and accepted by advisor

STKIP PGRI JOMBANG

Approved on ...........

By:

Advisor

Daning Hentasmaka, S.Pd., M.Pd

 THE EFFECTIVENESS OF Mr.BOOMBA ANIMATION VIDEOS

IN TEACHING WRITING SPOOF

BY: Indazilarsy Makinun

ABSTRACT

Writing is an active or productive skill. In teaching writing the teacher

can use animation videos as media in teaching and learning process. This study
has been conducted to determine the effectiveness of Mr Boomba videos in
teaching writing spoof. The researcher used quantitative method with quasi –
experimental design. The sample were XI social 1 as the experimental class and
XI social 2 as the control class. In collecting data, the instrument was used test.
The researcher calculated the data by using SPSS 16 program. The result from the
post –test shows that t – value was 2.014 while t-table in significant level of 5%
and df 68 was 1.995 The result of the computation above showed that 2.014 >
1.995 It means that the students who were taught by using Mr. Boomba videos got
better writing achievement. From the finding of the research, it can be concluded
that Mr. Boomba animation video is effective to teach writing spoof in eleventh
grade students of MAN 7 Jombang.
Key words: writing, spoof text, Mr.Boomba videos.
 THE EFFECTIVENESS OF Mr.BOOMBA ANIMATION VIDEOS

IN TEACHING WRITING SPOOF

Oleh:

Indazilarsy Makinun

ABSTRACT
Menulis adalah suatu kegiatan aktif atau menghasilkan produk. Dalam
mengajar menulis guru dapat menggunakan video animasi sebagai media dalam
process blajar mengajar. Penilitian ini ditujukan untuk menentukan keefectifan
video Mr.boomba utuk mengajar spoof text. Peneliti menggunakan metode
quantitative dengan design quasi. Sample dari penelitian ini adalah kelas XI IPS 1
sebagai kelas experiment dan XI IPS2 sebagai kelas control. Dalam
mengumpulkan data, peneliti menggunakan test. Peneliti menghitung hasil dengan
menggunakan program SPSS. Hasil yang diperoleh dari post test menunjukkan
bahwa t-test lebih besar dari t-table yaitu 2.014>1.995. Dari hasil tersebut peneliti
menyimpulkan bahwa video Mr.Boomba effectif digunakan untuk mengajar
menulis teks spoof.
Kata kunci: Menulis, teks spoof, video Mr.Boomba.
INTRODUCTION
Language is tool to communicate with other people. Every country has
different language to communicate in their daily life. In globalization era, English
can help all people to do their activity and share the idea and learn knowledge
with one another. English is a language for international communication. By using
English, people can communicate in another country.Harmer (2007:11) stated that
many people learn English because they think it will be useful in some way for
international communication and travel. In globalization era, English can help all
people to do their activity and share the idea and learn knowledge with one
another. In Indonesia English is foreign language and include in curriculum of
senior high school. There are four components of English language skills in
English: listening, speaking, reading, and writing. Listening and Reading is a
passive or receptive skill while speaking and writing is active or productive skill.
Writing is a skill which is used to communicate indirectly. Writing can give
people more opportunities to express his / her idea and emotion.
Writing is very important in studying English as one of productive skills.
Compared to the other skills, writing is perceived as the most difficult to acquire
for some reasons. It is a difficult subject because in writing we not only have to
share ideas from our brain but also we should know to choose and combine the
vocabulary to create something that is meaningful. It is not easy to translate
concepts in our brain to be a written text. To make good writing, students need to
go to through several steps such as prewriting, planning, writing and revising
drafts, and go to the final writing. In writing there are many kinds of text.
Spoof text is a text which tells factual story, happened in the past time
with unpredictable and funny ending (Priyana,2008:176). Spoof text can be
personal, factual or imaginative. In writing spoof text, Students need to know how
language is used to structure the text and how the language features are used in
spoof writing to achieve the purposes. For students in senior high school, spoof
text is a new knowledge for them, so the teacher should give the lesson clearly. In
teaching writing spoof text teacher must has good strategy to interest the student
to write something, so they can write easily and create a good paragraph. There
are a lot of strategies to teach English. One of the strategies is teaching by using
media. One of the media is audio visual media. Audio visual media is media that
can be seen and listen, for example videos and films.
Video is a motion picture or television film consisting of a photographed
series of drawings, objects, or computer graphics that simulates motion by
recording very slight, continuous changes in the imager frame by frame
(locke,1992). By using video, students not only hear the language but also can see
it. For teaching writing spoof, it is good if the teacher using short video, because
by watch the video students can create a paragraph based on the video.
Acording to Harmer (2010:286) the implementation of video as media in
teaching and learning are Past forward, Silent viewing for language, Silent
viewing for music, Freze frame, Partial viewing. And for listening technique
are:picture less listening for language, picture less listening for music, picture less
listening (sound effect), picture or specch.
In this research, the researcher use Mr. Boomba animation videos as media
to teach writing spoof to the eleventh grade students. Mr. Boomba video is kind of
short video. This video tells about Mr. Boomba story and has funny ending. This
video contains in some episode. Mr. Boomba videos match for teach Spoof text,
because this video has same structure with spoof text. Beside that the students can
increase their creativity to write paragraph spoof text.
In this case, MAN 7 Jombang is one of senior high school in Jombang that
has English lesson as quality development program. The experiences of teaching
learning process must be better in the usage of teaching method and learning
media as the time goes by. In this school there are some media to teach English.
But in the reality, MAN 7Jombang has not applied an effective teaching learning
to motivate the students in mastering English. Less in the usage of effective media
and teaching method in the class can influence the development and result of the
students in learning English. Based on the problem above the researcher is
interested in conducting the research in MAN 7 Jombang with the title “The
Effectiveness of Mr. Boomba animation videos in teaching writing spoof to the
eleventh grade students of MAN 7 Jombang”
Based on the background, the researcher formulate the statement of
problem as follow is Mr. Boomba videos effective to teach writing spoof to the
eleventh grade of MAN 7 Jombang. The objective of the research to know the
effectiveness of Mr. Boomba animation videos in teaching writing spoof to
eleventh grade of students in MAN 7 Jombang.

METHOD

In this research, the researcher use quasi experimental design. This research
was intended to know the effectiveness of teaching writing by using Mr. Boomba
Animation video as media. Through this experiment, the two samples were given
treatment. The first treatment was done to experimental group. The treatment
wasteaching writing by using Mr. Boomba animation video as media ofteaching
and learning, whereas, the control group was taught writing without using media.
In some periods of time, both of the groups were given post-test to measure the
mean of writing test. The score of experimental group and control group were
compared to determine whether the application of treatment was interrelated with
the increasing of the score result of the experimental.

The population of this research is the eleventh grade students of MAN 7

Jombang. the researcher choose XI social 1 as experimental class and XI social 2
as control class for the sample of this research. There are two variable in this
research. They are independent variable and dependent variable. The independent
variable of this research is the use of Mr.Boomba videos in teaching writing
spoof, while the dependent variable is students writing achievement.

The researcher used test as the instrument in collecting data. The test are try
out the test to know the validity and reliability of the test, The try out was
administered to the group which was not used as sample group in class XI Agama
which consist of thirty five students. The validity of the test used in this research
consists of contents validity and construct validity. To get the content validity of
the test, expert validation was employed. The expert judged whether the draft of
the instrument conform to the Blueprint of the instrument. In this research, there
were two experts who gave the judgment or validation of the test. The first is the
English teacher in MAN 7 Jombang and the second is the English teacher of
MAN Genukwatu. Both of the experts have more knowledge and experiences in
teaching writing.

The researcher got the data from try out test to know the construct validity,
and data was calculated by using SPSS 16 program windows to calculate the
validity of composing, style, formation, usage, and mechanic. The result of the
calculation showed that all the items are valid because the level or criteria of each
items is high. In this research, to determine the reliability of the test the researcher
used the CronbackAlpha Formula in SPSS 16.0 program.

In conducting the reliability of the test, the Cronbach’s alpha formula in

SPSS 16.0 was used. From the result, the reliability of test is 0,640 which can be
consulted with the criteria of reliability in t – table of product moment that the test
was reliable and the value was categorized very high. Based on the result of
validity and reliability of the test it can be concluded that the instrument of the
data of the test was valid and reliable so the test is appropriate be used in pre-test
and post-test. After trying out the test the researcher used Pre-test to know the
homogeneity of the class, and the last is post-test to know the significant
differences of writing score in experimental and control class.

Before the data was collected, some steps had to be done in conducting the
research. These steps were prepared in order to enable the researcher to be
conducted easily and got an accurate data. Firstly, the researcher determined the
class which use as the sample of the study. Secondly taught the experimental
group about spoof text material by using Mr. boomba animation videos as media.
In this case, Mr. Boomba animation videos was a kind of treatment which the
researcher gave. And then the researcher taught the control group about spoof text
material without using Mr. Boomba animation videos. And the last, conducted a
post-test for both experimental and control group.

In the procedure of analyzing data, the researcher calculate the data by using
spss program to know the t-test. After get the t-test, the researcher compares the t-
test with t-table. If the result shows that t-test more than t-table it means that Ha is
accepted and Ho is rejected.
RESULT AND DISCUSSION

In the finding, the researcher got some result. The first is the result from the pre-
test. Pre test was conducted to both experimental and control class before the
treatment. It was conducted to investigate the prior ability of writing spoof text
between the two groups whether they are similar or not since they can be taken as
the sample in this researcher. Pre test data from experimental and control class
were analyzeby using t – test. Then the test of homogeneity was conductedto find
out the equivalent of both groups

To test whether or not the score of pre –test was homogenous, the test of
homogeneity of variance was conducted. Beside conducted to discover whether or
not those groups were homogeneous, the test was also conductedand to check the
experimental and control group equivalence before the treatment. The
homogeneity of variances between the experimental and control class was tested
using Levene’s test. For practically SPSS 16,0program was used. Bellow is the
result of the homogeneity test.

Table Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

Based on Mean
.142 1 68 .707

Based on Median
.100 1 68 .752

Based on Median and with

adjusted df .100 1 65.318 .752

Based on trimmed mean

.177 1 68 .675

From the output above the significant value based on mean is 0.707 and  is
0.05, it means that sig >.So, the quasi experimental research was appropriate to
be conducted in those classes. After calculate the pre- test, the researcher calculate
the data from post-test. Post test used to know the t-test and compare it with t-
table in df =68.
 After the pre-test was conducted to both experimental and control class, the
researcher applied the treatment by using animation videos in teaching writing
spoof text only for experimental class. While the control class were taught spoof
text without using animation videos. After the treatment was given, then the post
test was administered to both experimental and control class. The procedure of
analyzing data in post test was same as used in pre test that is by using
independent sample t- test of SPSS 16.0 program. This test was used to find out
the significant differences between the score of two groups after the treatment
given. The significant differences of pre-test and post-test in control class and
experimental class is shown bellow:

Paired Samples Test in control class

Paired Differences

95% Confidence
Interval of the
Difference
Std. Std. Error Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)

Pair 1 pre test -

-.57143 .91670 .15495 -.88633 -.25653 -3.688 34 .001
post test

Paired Samples Test in experiment class

Paired Differences

95% Confidence
Interval of the
Sig.
Difference
Std. Std. Error (2-
Mean Deviation Mean Lower Upper t df tailed)

Pair 1 pre test -

-1.77143 1.61037 .27220 -2.32461 -1.21825 -6.508 34 .000
post test

The table shows that there are improvement in writing scores in

experimental class and control class. But the experimental class is higher than
control class. The t-test in control class is 3,688 and the-test in experimental class
is 6,508.
 Besides that, the researcher calculated the post test to know the significant
differences between two samples. The researcher compares the t-test with t-
table in degree of freedom 68.The result of independent sample t-test with level
significance at 0.05 is shown in table

Table The result of T - test

Levene's
Test for
Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the
Mean
Difference
Sig. (2- Differen Std. Error
F Sig. t df tailed) ce Difference Lower Upper

score Equal
variances .841 .362 2.014 68 .048 .714 .355 .007 1.422
assumed

Equal
variances
2.014 67.586 .048 .714 .355 .007 1.422
not
assumed

The result in table shows that

t−value is 2.014 within (2-tailed) = 0.048

where df = n x + n y-2 = 35 + 35 – 2 = 68 so that

t−table = 1.995 at significant level
of 5 % [α = 0.05].Refers to the statistical value above, the researcher concluded

that
t−value > t−table , so Ha was accepted and Ho was rejected. It means that teaching
writing spoof text using Mr. Boomba animation videos is effective for teaching
writing spoof.
The researcher discusses the findings by relating them with the theory in
chapter two. Based on the problem of study stated in chapter one, whether
teaching writing spoof text by using Mr.Boomba animation videos is effective or
not, the findings of the research showed that the students who were taught writing
by using Mr.Boomba animation videos had higher score than students who were
taught without Mr.Boomba animation videos. Heaton (1975: 138) states that
writing skill are complex, and difficult to teach, requiring mastering not onlyof
grammatical but also of conceptual judgment elements. It proves that the use of
Mr. Boomba videos is effective for teaching writing spoof
By using videos, students in experimental class can create their
imagination when they want to write spoof text. It is supported by Harmer
(2010:283) which states that when students use video they are given the potential
to create something memorable and enjoyable. The implementation of teaching
writing spoof text by using Mr.Boomba videos could help students to increase
their score in writing. The story of this video has same structure or plot with spoof
text.Mr.Boomba video is a good media for teaching writing text. It is supported by
Harmer, (2010:290) which states that video can enhance simulations, not only
because it provide very telling feedback when students can watch themselves and
evaluate their performance, but also because the presence of a video camera helps
to make media simulations more realistic
CLOSING
Based on result of data analysis, it can be concluded that the use of Mr.
Boomba animation videos is effective to teach writing spoof. This could be
proved from the result of t – value obtained from the t-test computation of pre-
test and post-test score of experimental and control class that there is significant
differences of the students mean score. And also it refers to the statement that if t-
test > t-table so Ha is accepted and Ho is rejected. The result of the test was higher
than t-table where t-value > t-table, exactly 2.014> 1.995 on the degree of
freedom 68 with significant level 5%. It means that the hypothesis of the research
was accepted that teaching writing spoof text usingMr.Boomba animation videos
to eleventh grade students at MAN 7 Jombang is effective.
In accordance with the above conclusions, the researcher proposes some
suggestions to follow up the findings. The researcher would like to give some
suggestions for English teacher,firstlythe teacher should increase the students’
interest in studying English by using various media in teaching learning process.
Besides the teacher should give more practice to the students in many kinds of
text and correct their composition errors, so that the students understand about
their mistakes in writing text.
 For the students,the students should be more active in teaching learning
processin order to improve their writing skill easily. And the last suggestion is for
future researcher. The researcher has proved that teaching English using media
especially videos is effective for teaching writing. So they can conduct other
research in theuse of other videos in various learning process.
BIBLIOGRAPHY
Fachrurrazy. 2011. Teaching English as a Foreign Language for Teacher in
Indonesia. Malang: State University of Malang.

Gay, L.R. 2007.Educational Research:Third Edition. Florida International

University: Merrill Publishing Company.

Harmer, Jeremy. 2007. How to teach English. England: Longman

Harmer, Jeremy. 2010. How to teach English. England: Longman

Heaton, J. B. (1975). Writing English Language Testing. Singapore: Longman

Group Limited.

Locke. Lake. 1992. Film Animation techniques. Retrieved on 12 December 2014

from http://www.answer.com/topic/animationvideo
O’Malley, Michael and Loraine.1996. AuthenticAssesmentfor English
languagelearners. Addison – Wesley publishingcompany. UnitedState of
America.

Priyana, Jaka.,Rhiandi, dan Anita Prasetyo.2008. Interlanguage: English for

senior high school XI.Grasindo. Jakarta

Rozak, Abd and Wiwin Sri Hidayati. 2013.Pengolahan Data Dengan

SPSS.STKIP PGRI Jombang
 PERNYATAAN KEASLIAN TULISAN

Saya yang bertanda tangan dibawah ini:

Nama : INDAZILARSY MAKINUN

NIM : 107494

Program Studi : Bahasa inggris

Judul : The Effectiveness of Mr.Boomba Animation Videos in

Teaching Writing Spoof to The Eleventh Grade Students of MAN
7 Jombang

Menyatakan dengan sebenarnya bahwa merupakan hasil karya sendiri,

bukan merupakan pengambil aliran tulisan atau pikiran orang lain yang saya akui
sebagai hasil tulisan atau pikiran saya sendiri.

Apabila dikemudian hari terbukti atau dapat dibuktikan skripsi ini hasil
jiplakan, maka saya bersedia menerima sanksi atas perbuatan tersebut.

Jombang, 5
September 2014

Yang
membuat pernyataan

Indazilarsy M.